Emerging issues and current trends in assistive technology use 2007-1010: practising, assisting and enabling learning for all

Following an earlier review in 2007, a further review of the academic literature relating to the uses of assistive technology (AT) by children and young people was completed, covering the period 2007-2011. As in the earlier review, a tripartite taxonomy: technology uses to train or practise, technology uses to assist learning and technology uses to enable learning, was used in order to structure the findings. The key markers for research in this field and during these three years were user involvement, AT on mobile mainstream devices, the visibility of AT, technology for interaction and collaboration, new and developing interfaces and inclusive design principles. The paper concludes by locating these developments within the broader framework of the Digital Divide

Temporal issues in e-learning research: A literature review

Time is a critical factor in learning, but time is also a very complicated factor that has many facets. Time can be as follows: time needed to prepare a course or lesson (ie, for the instructor to gather materials and design/develop a course or lesson), time needed to follow a course or lesson (ie, the planned, nominal study time that the institution allots for the learner in minutes and/or hours per day or the number of weeks per semester/year that the course encompasses), lifetime of a course (ie, how long a course can be used before it needs to be revised and/or is out of date), time that a student needs for study (ie, both in and out of class), time that an instructor needs and/or uses to teach a course (ie, the number of hours per day both during and beyond the “school” day for preparation, correction, feedback and marking of products and exams), “transaction” time costs (eg, the amount of travel time needed to attend a course or to log into an online course) and even time that a learner can make effective use of the knowledge gained (ie, half-life of the information in a course). Time can also be seen as an effectiveness factor (ie, the amount learned in a specific time period; learning more in the same time period is more effective learning) and/or efficiency factor (ie, the amount of time needed to learn something; learning the same amount in less time is more efficient learning). Time can, finally, be seen as a solitary factor or as part of a temporal pattern inwhich other factors play a role such aswork time, family time, down time, etc

Challenges and Solutions on Assistive Technologies: Electronic systems design for people with disabilities

This work of PhD Thesis focuses on technology dedicated to persons with disabilities. This category of devices is known in the academic field and also on the market with the term of Assistive Technology. This name in fact indicates a series of technological solutions that can assist people with disabilities during everyday life and often return to the user one or more skills such as walk, talk, play or trivially change channels when watching television. In the elaborate some of the major contributions made by the candidate to the field of Assistive Technology are presented. However, to better understand the dynamics and the scene of the Assistive Technology worldwide, also the most important and current issues of this field, both technological and economics, are described

New Product Development Processes for IOT-Enabled Home Use Medical Devices: A Systematic Review

Background: In the new forefront of healthcare at patients’ homes, medical devices developed to use at home setting by lay users are essential. The adoption of home-use medical devices will benefit both patients and public healthcare services in terms of quality of life, enhanced outcomes, and reduced cost of care. Home use medical devices associated with Internet-Of-Things (IOT) technology assists patients in performing self-care as well as providing health information remotely to health care professionals. However, adopting technology requires understanding the nature of the medical device and medical device development (MDD). Existing studies concerning the new product development (NPD) processes or design processes were systematically reviewed to explore knowledge and expertise to provide a framework for IOT engineers or designers to adopt IOT technology to home use medical devices. Objective: This study aimed to review the published literature to explore the current studies in the field of the NPD process, design process, design methodology, and outcome of the device affecting user acceptance. Methods: A systematic review following PRISMA guidelines of the English language literature from four electronic databases and academic search engines published from 2007 to 2018 was conducted. The papers were screened and assessed following predefined inclusive and exclusive criteria. The results were analyzed according to the research questions. Results: The findings revealed state-of-the-art in the NPD process and design process (n=4), the design methodology (n=23), and the resultant outcomes of empirical or clinical research in the validation stage (n=14) of medical device development (MDD). The findings also delineated existing studies in NPD, design process, and design methodologies aimed to ensure that medical devices would be effective and safe. Human factor engineering (HFE), cognitive method, ethnographic, and other methodologies were proposed to understand users, uses and context of use. Barriers, constraints, and multidisciplinary communication were addressed. Tools, processes, and methodologies were proposed to overcome the barriers. Conclusion: As home-use medical device development (MDD) and the adoption of IOT technology is now at a crossroads. This study addresses the necessity for future academic studies related to IOT adoption to MDD, including unique risks, multidisciplinary problems, emerging from IOT technology. Finally, future studies aimed at fabricating the NPD process or design process for IOT home-use medical devices to gain user acceptance were outlined

The adoption and diffusion of information and communication technology in the base of the pyramid population of sub-Saharan Africa: a study of Nigerian university students

The global environment is a complex network of people who are grouped using different types of information. In each country, people are grouped based on such information as age, race, ethnicity, educational qualification, income, occupation, and net worth. These socioeconomic descriptions of people have relevance in our current Information Age. This dissertation addresses a socioeconomic group, the Base of the Pyramid (BOP) population of Sub-Saharan Africa and investigates a sub-set of that population, the university students in Nigeria on their adoption of modern information and communication technology (ICT). The ICT tools and services that were looked at in this study were computers, Internet and mobile phones. Prior to conducting the study, theories and models of human needs, poverty, information seeking behavior, technology acceptance and diffusion as well as the literature on these topics was analyzed. Six research questions were asked and used to explore issues of ICT access, affordability, acceptance and adoption. The survey method was used to collect data from a self-selected sample of 300 students at the University of Uyo, Akwa Ibom State, Nigeria. Two focus group interviews were used to further examine the results of the survey. The data were analyzed and reported. The findings were that students accepted ICT and basic mobile phones diffused successfully. However, computer technology, the Internet and smart mobile phones did not diffuse because the students could not afford expensive forms of ICT tools and services. The students used their basic mobile phones mostly for voice communication in part because advanced tasks like e-learning or Internet access were not supported by these basic phones. They desired their mobile phones to provide better support for their information seeking behavior. It was also established that factors in the mobile phone technology adoption model (MOPTAM) - personal factors (including technology advancement and technology orientation), perceived ease of use and facilitating conditions such as cost and quality of service influenced attitude towards the use of mobile phones. Overall, the students perceived mobile technology as an innovation that they could no longer live without and that it had the potential to help improve their lives

Una aplicación móvil para estudiantes con dificultades de aprendizaje: diseño y validación

En los últimos años, el uso de tecnologías y dispositivos portátiles se ha generalizado en muchos campos y también en la educación. Hay además muchas investigaciones que demuestran la enorme difusión del uso y la popularidad de los dispositivos móviles entre los jóvenes. La tecnología móvil ofrece la capacidad de apoyar el aprendizaje y también ofrece tanto a los estudiantes como a los profesores oportunidades de aprendizaje personalizadas. Los principales factores para la adopción e implementación del M-Learning en las escuelas son la disposición y disposición de los maestros. Hay muchos estudios que demuestran las actitudes y percepciones positivas de los profesores de secundaria sobre el uso de dispositivos móviles en la escuela. Es más, un gran número de encuestas indican que el uso de tecnologías móviles, afecta positivamente la educación de los niños con necesidades educativas especiales como el autismo, dislexia, etc. Esta tesis doctoral tiene como objetivo el diseño y la evaluación de una aplicación educativa para Android que se espera ayude a los estudiantes de escuela secundaria griega con dificultades de aprendizaje a adquirir habilidades adicionales en matemáticas. En primer lugar, se han analizado las actitudes y percepciones de los profesores griegos de educación especial sobre el uso de las TIC en clase para asegurarse, por una parte, de que el conocimiento de los profesores en este campo es adecuado, teniendo en cuenta el hecho de que el conocimiento de las TIC no es una habilidad previa para convertirse en profesor. Esta etapa se realiza a través de cuestionarios estructurados y el análisis de los datos de las respuestas se ha realizado con el software IBM SPSS Statistics. En segundo lugar, en el marco de la elaboración de la tesis se ha creado una nueva aplicación tecnológica Android, destinada a ayudar a los estudiantes con dificultades de aprendizaje en el campo de las matemáticas. La herramienta de desarrollo de aplicaciones que se ha utilizado es Android Studio, el IDE oficial (Entorno de Desarrollo Integrado) para la plataforma Android. El lenguaje de programación que se ha utilizado es Java. Antes de su implementación la aplicación fue evaluada por 7 docentes especializados tanto en el área de informática como en matemáticas a través de un cuestionario estructurado. Se implementó su uso durante dos meses en escuelas de secundaria educación . Después de su implementación se evaluaron los resultados a través de entrevistas a profesores de educación especial y cuestionarios dirigidos a estudiantes con dificultades de aprendizaje con el fin de estimar, por un lado, las opiniones e impresiones de los estudiantes y profesores y, por otro lado, las habilidades potenciales que los estudiantes podían haber adquirido. El análisis estadístico de los cuestionarios de evaluación docente reveló que los profesores de matemáticas e informática tienen una actitud positiva hacia la aplicación “Love2LearnMaths”. El mismo punto de vista positivo hacia la aplicación se puede observar en las respuestas de los profesores entrevistados, que son los docentes de matemáticas para estudiantes con NEE. Los estudiantes de los departamentos de integración, por otro lado, parecen estar positivamente entusiasmados con el uso de la aplicación “Love2LearnMaths” como lo revela el análisis de los cuestionarios de los estudiantes para la evaluación de la aplicación.In recent years the use of portable technologies and devices has become widespread in many fields, such as in the economy, tourism, entertainment, but also in education. There are many surveys that prove the huge spread of use and popularity of mobile devices (mobile phones, tablets and laptops) among young people. On the other hand, mobile phones are mostly preferred compared to other mobile devices by secondary school students. Mobile technology offers the ability to support learning and also offers to both students and teachers personalized learning opportunities. The main factors for the adoption and implementation of M-Learning in schools are the willingness and readiness of teachers. There are many studies that prove the positive attitudes and perceptions of secondary school teachers on the use of mobile devices in school. However, specifically for Greece much fewer studies have been carried out. What is more, a great number of surveys indicate that the use of mobile technologies, affects positively the education of children with special educational needs such as autism, ADHD, dyslexia etc. Therefore, this PhD dissertation aims at the design and evaluation of an educational Android application that is expected to help Greek gymnasium’s students with learning difficulties to acquire extra skills in mathematics. Firstly, the attitudes and perceptions of Greek special education teachers about the use of ICTs in class have been analyzed to make sure on the one hand that teachers’ knowledge on this field is adequate, considering the fact that ICTs’ knowledge is not a prerequisite skill for becoming teacher. Additionally, teachers’ attitudes towards the use of ICTs in class have been clarified. This stage is carried out via structured questionnaires and the data analysis of the answers has been made with IBM SPSS Statistics software. Secondly, in the framework of the thesis’ elaboration, a new technological Android application has been created, aiming at assisting students with learning difficulties in the field of mathematics. The application development tool that has been used is Android Studio, the official IDE (Integrated Development Environment) for the Android platform. The programming language that has been used is Java, while XML’s knowledge was required in order to customize the formatting and the appearance of the application. The application was to be implemented in integration departments of two secondary Greek schools within a period of six months (finally the period was reduced to two due to covid-19 restrictions). Before its implementation the application was evaluated by 7 teachers specialized in both the area of informatics and mathematics via a structured questionnaire. After its implementation the results were evaluated via interviews with special education teachers and questionnaires addressed to students with learning difficulties in order to estimate on the one hand the opinions and impressions of the students and teachers because of its use and, on the other hand the potential skills that the students may have acquired. The statistical analysis of teachers' evaluation questionnaires revealed that mathematicians and informatics’ teachers have a positive attitude towards the application “Love2LearnMaths”. Similar attitudes towards mobile devices and apps in general had been announced by the Special Education teachers of the first phase of our research. The same positive point of view towards the application “Love2LearnMaths” can be observed in the answers of the interviewees, who are the special education mathematicians. Students of integration departments on the other hand, appear positively enthusiastic about the use of the application “Love2LearnMaths” as revealed by the analysis of Students’ questionnaires for the evaluation of the app.

Rich media content adaptation in e-learning systems

The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services. Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education. Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student

Softbridge: a socially aware framework for communication bridges over digital divides

Computer scientists must align social and technical factors for communication technologies in developing regions yet lack a framework to do so. The novel Softbridge framework comprises several components to address this gap. The Softbridge stack abstraction supplements the established Open Systems Interconnect model with a collection of technical layers clustered around 'people' issues. The Softbridge stack aligns the technological design of communication systems with awareness of social factors characteristic of developing regions. In a similar fashion, a new evaluation abstraction called Quality of Communication augments traditional Quality of Service by considering socio-cultural factors of a user's perception of system performance. The conceptualisation of these new abstractions was driven by long-term experimental interventions within two South African digital divides. One field study concerned communication bridges for socio-economically disadvantaged Deaf users. The second field study concerned a wireless telehealth system between rural nurses and doctors. The application domains were quite different yet yielded similarities that informed the Softbridge and Quality of Communication abstractions. The third Softbridge component is an iterative socially aware software engineering method that includes action research. This method was used to guide cyclical interventions with target communities to solve community problems with communication technologies. The Softbridge framework components are recursive products of this iterative approach, emerging via critical reflection on the design, evaluation and methodological processes of the respective field studies. Quantitative and qualitative data were triangulated on a series of communication prototypes for each field study with usage metrics, semi-structured interviews, focus groups and observation in the field. Action research journals documented the overall process to achieve post-positivist recoverability rather than positivistic replicability. Analysis of the results from both field studies was iteratively synthesised to develop the Softbridge framework and consider its implications. The most significant finding is that awareness of social issues helps explain why users might not accept a technically sound communication system. It was found that when facilitated effectively by intermediaries, the Softbridge framework enables unintended uses of experimental artefacts that empower users to appropriate communication technologies on their own. Thus, the Softbridge framework helps to align technical and socio-cultural factors